Lesson 4教案设计范例

Unit 1 Let's go to school! Lesson 4

授课教师：

教学内容：

大石桥市中兴小学

陈月华

本课是人教版三年级下册Unit 1 let’s go to school!

Lesson 4的第一课时。本课是在前三课的基础上的新授课，学生通过真实的语境设置和多样的教学活动进一步复习巩固所要求的日常交际用语，能够比较熟练地进行猜测等实际交际场景。掌握学习用具的单词，并能够结合教师的英语指令及相关游戏环节作出有效得体的呼应。

学情分析：

小学三年级的学生在英语学习中，有了初步的感知，但他们的观察注意力、记忆想象力、思维分析能力还有待日趋成熟。作为低年级学生，他们的表现力、学习英语的兴趣正在提升。结合学生的心理特点和学习规律，我努力创设和谐的教学环境，贴近生活的实际语境，力求通过灵活多变的教学手段，激励学生积极运用所学过的知识，在主动做事情的激情中，在灵活运用的愉悦中，达到体验新知和课后拓展延伸的效果。学生在好学、乐学、勤学的状态中感知英语、接受英语、使用英语，这就为学生在具体语境中发展语言、运用语言提供了一定的保障。

教学目标：

1.

能够在真实的情境中理解，会说功能语句：Look, I have a...、Look at my...和What’s in...? A...能够运用日常交际用语；能够比较熟悉地处理物品摆放、位置等语句，并

准确进行描述表达。

2.

帮助学生正确的听、说、认读本单元与学校生活有关的生词、要求学生灵活运用功能语句，编对话进行操练，并能在实际生活中进行合理运用。

3.

在语言应用的各项活动中，将教学内容融合在贴近生活的语境中，进行自然交流，培养学生灵活运用语言能力使学生在生活实践中初步运用恰当的语句进行交流。

4.

培养学生收集信息，整理信息，分析信息的能力。

5.

通过对话教学和活动，培养学生主动与他人交际的意愿，使他们逐渐形成相互了解，相互有爱等积极的情感态度和主动合作的意识，同时提高学生的学习兴趣。

6.

能够采用适合自己的学习策略，如猜测、询问去发现问题、分析问题、解决问题。

教学重点：

能够熟练运用功能语句What's in...？A...，并在真实的情境中熟练运用。

教学难点：

能够准确把握教学设计的意图，突破难点单词，运用功能句在日常生活进行交流。

教学具准备：

教材、教学课件、教学卡片、实物教具

教学方法：

教学流程：

情境教学法

Step 1. Warming up 1. Greetings

T: Hello, children!

Ss: Hello, teacher!

T: Welcome to my class. Wish we have a good time today. I like English very much . Let’s speak English ,Ok?

SS: OK!

2.Look and say

T: Where is it?

S: It’s our school.

T: Yes. Our school is Zhongxing Primary School. Our school is very big and beautiful! Do you love our school ?

S: Yes!

T: Where is it?

S: It’s our science lab.

T: Yes, we often have science lessons in it. How about this one?

S: It’s our library. T: Great! We should be quiet in it. We often read books in it.

S: It’s our music room.

T: OK! We can sing and dance in it. The last one!

S: It’s our gym. T: Excellent! We have PE lessons in it. Now, let’s do morning exercise, OK? Ss: OK!

3.Do morning exercises.《Move the body》

Step 2. Presentation 1.

Chant and do

T&Ss: Chant the “Nod open close and clap”

together. T: Let’s listen and do.Nod, nod, nod your head.

Ss: Nod, nod, nod my head.

T: Open, open, open your mouth. ( close your eyes / clap your hands )

S: Open, open, open my mouth. ( close my eyes / clap my hands )

T: Wonderful! Look, My hand! Guess! What’s in my hand?

S: A candy?

T: No!

S: An eraser?

T: Sorry! But it’s really small, not big.

S: A sticker? / Air? / ...

T: Look, it’s a letter e. Now, Let’s listen a song about letter e.

（设计意图：通过师生伴有动作和节奏的说唱活动，在复习旧知识的基础上，引入本课的新知，让学生初步的感知与体验，为进一步教学做好铺垫。）

T&Ss:《Letter e song》

T: E is for elephant, e is for elf, e is for egg, e is for elbow. And e is also for exercise and exercise book. This word is difficult to read. We can read it for 4 parts, maybe like music. Look at me!

（设计意图：通过歌曲的形式引出本课的新授单词，通过教师示范，与音乐学科整合，突破难点单词，使学生在娱乐的过程中自然习得新授单词。）

Ss:（read）exercise book T: What’s in my desk? Ss: A Chinese book? / An English book? / An exercise book?

T: Yes. It’s my exercise book. It’s red. Guess! What’s in my exercise book? Ss:...

T: Wow! There are many letters in it. Here is a puzzle game for you. You can find 5 words in it, who can? (choose your favourite color then circle it) S: white

T: Yes, white is beginning with letter w, so your group is W, you’re the group leader. S: ox

T: Yes, white is beginning with letter w, so yo

ur group is W, you’re the group leader. S: two

T: Yes. T is the first letter with two. So your group is T, you’re the group leader. S: sea

T: Yes. S is the first letter with sea. So your group is S, you’re the group leader. S: leg T:Yes. L is the first letter with leg. So your group is L, you’re the group leader. （设计意图：通过猜谜的形式复习之前所学过的单词，刺激学生感官和反应能力，塑造学生成就感，使学生在娱乐的过程中捕捉信息，并将后续小组活动进行铺垫。）

T: All of you did a good job, show me your fingers.

T&Ss: One little finger, one little finger, one little finger, tap, tap, tap Point to the celing, point to the floor, put it on the text book. ...Put it on the notebook. （设计意图：通过手指歌曲，巩固前三课所学单词，引出新授单词）

T: I have many books here. This is a / an... Ss:exercise book / notebook （设计意图：通过实物直观呈现，帮助孩子区分两种本）

T: But now, where is my note book, I can’t find it.

Ss:On the desk? / In my hand? / In my bag? / under the desk? T: Ah-ha, it’s in my bag. How about your notebook? Ss: Play“Hide and sick”.（设计意图：通过游戏环节，师生共同玩“相反声调”游戏，对所学知识进行反 复操练，巩固）

T: How about Kate’s ? Let’s listen a story.（设计意图：回归文本，呈现教材。通过角色扮演&配音练习的形式来表演Let’s talk. 使学生身临其境，在真实的语境中得以运用。）

Step 3. Practice

T: Great! Who can make up a new dialogue, use your school things？

Ss:...（设计意图：文本再造，运用所学过的知识进行创编、改造新的对话，培养学生的语言运用能力。

Use stickers to talk about the school things in groups. （设计意图：每组的字母贴及学生手中得到的奖励，分组讨论，创编生成新的小诗或歌曲，进一步巩固所学知识，帮助学生丰富自己的语言。

Step 4. Production 学生在音乐中展示组内成果，教师将各组作品展示在黑板上。

Group W:What’s in the desk? / A bag.What’s in the bag? / A cat. Group L: ... Group O: ...（学生亲自体验主动参与的全过程，并生成新的文本，将课堂延伸，培养学生小组合作意识，荣誉感。）

T: Wonderful! We love our school things!(S/L/O/S/T)

Today, I have a big secret for you. Today is ...’s birthday. Come here, my boy!I have a birthday cake for you.

Here are many gifts for other students, if you guess right, you can get it.

S: What’s in the box?

S1: A pencil?

S: Yes! Here you are.

S: What’s in the box?

S2: A lollipop?

Ss: ... T: Let’s sing happy song for him.

T&Ss: sing together. 《Happy birthday to you》

T: We should love each other.

（设计意

图：通过过生日场景，将课文回归生活，源于生活，用于生活，渗透德育，培养学生团结友爱，互帮互助的品德。）

6.Homework：

1.

Read the dialogue 2 times to your parents.

2.

Make a new chant with your friends.（设计意图：通过和父母共同完成项目制作，有效实现课堂知识的拓展延伸。）

7 .板书设计